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Date 05/02/2014
Clark County School District
Las Vegas, Nevada
Student Support Services Division
INDIVIDUALIZED EDUCATIONAL PROGRAM (IEP)
Information

Student/ Parents Information

Student : Daisy Smith Sex: F Date of Birth: 03/21/2005
Student ID: 354702 Student Primary Language : English English Proficiency Code: EE
Address : 1760 N Decatur Blvd #10
City/State/Zip : Las Vegas Nevada 89108 Phone: (702)0322-4481
Parents/ Guardians : Mary Scott Parents Phone: (702)0322-4481
Parents Phone (work) : Email : mary.scott.05@gmail.com
Optional (cell): Primary Language Spoken at Home: English
Interpreter or Other Accommodations Needs: .
Emergency Contact/ Phone Number : Eli Scott Father (702)300-7854
Current School : Hobart Elementary Zoned School : Hobart Elementary

ELIGIBILITY CATEGORY
Primary : Health Impairment Other :
ELIGIBILITY DATE: 03/26/2012 ANTICIPATED 3-YR REEVALUATION :
3/26/2015

MEETING INFORMATION
Date of Meeting : 3/21/2014 Date of Last Meeting : 4/18/2013
Purpose of Meeting :

❏ Intern IEP ❏ Annual IEP ❏ Revision To IEP

❏ Initial IEP ❏ IEP Following 3 yr Date:
❏ IEP Revision Reevaluation ❏ Exit/Graduation
without Reason:
Meeting: ❏ Other
-Parents
-School District

IEP Service will Begin : 3/21/2014 Anticipated Duration of Service: 03/21/2015

IEP Review Date : 3/214/2015 Comments :
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IEP PARTICIPATION
Parents/ Gurdians* Mary Scott
Student**
LEA Rep.* Linda Rose
Spec. Ed Teacher*** Katia Flores
Reg. Ed. Teacher*** Elizabeth Luu
School nurse Jesse Meza

*Required
**Student older than 14
***The IEP team included at least one regular teacher of the student

PROCEDURAL SAFEGUARDS
❏ I have received a statement of procedural safeguards under the Individuals With
Disabilities Education Act (IDEA) and these rights been explained to me in my primary
language.
❏ I received the Middle/High school Graduate profile
❏ N/A prior to 1 years of age
Parent/Guardian Signature :
AT LEAST ONE YEAR PRIOR TO REACHING AGE 18 STUDENT MUST BE
INFORMED OF THEIR RIGHTS UNDER IDEA AND ADVISED THAT THESE
RIGHTS WILL TRANSFER TO THEM AT AGE 18
❏ Not applicable. Student will not be 18 within a year, and the students next annual IEP
meeting will occur no later than the students 17th birthday.
❏ The student has been informed of his/her rights under IDEA and advised of the
transfer of these rights at the age of 18.

ASSESSMENTS ASSESSMENT EFFECT ON THE

CONDUCTED RESULTS STUDENTS
INVOLVEMENT AND
PROGRESS

Multidisciplinary MDT Report - MDT Report-

Evaluation Team Report
(3/26/2012)
The most recent MDT Report
stated there were academic
concerns in the subject areas
of basic reading skills,
reading fluency skills,
listening comprehension,
written expression, math
calculations, and oral
expressions.

School records review According to the MDT
Medical records reports from 3/26/12 , Daisy
Nurse observations has diagnosis of severe
eczema, asthma, and food
allergic to peanuts,
seafood,and apples.She has
medicine at home and at
school.
Behavior/Social Skills
-Teachers observation,work Daisy is very sociable and
samples,and assessments well liked by her classmates,
She works well in groups. She
also enjoys helping the
teacher with task. She does
not like finishing her
assignments leave things
undone.
ASSESSMENTS ASSESSMENT
CONDUCTED RESULTS
Reading- Reading-
AIMSweb 2014 Daisy works in smalls groups
San Diego Quick Assessment reading groups. She
2/12/2014 participates in group
Core Phonics survey discussions relating to the
2/12/2014 text. Daisy can read 32/50
sight words. According to the
San Diego Quick assessment,
Daisy read the following
words correctly : see, play,
go, look, and here. Her
functional level is at a
kindergarten. The Core
Phonics Survey states that
Daisy identifies all the
alphabet letters and sounds.
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The typical 3rf grader student
is able to attend school
without medical issues. Daisy
has difficulties getting
through a whole day of
school.
Due to difficulty with staying
on task and focusing,
beginning and finishing class
work, and serve excessive
scratching. Daisy struggles
with grade level
behavior/social skills.
EFFECT ON THE
STUDENTS
INVOLVEMENT AND
PROGRESS
Third grade curricular
expectations require that
students should identify and
know the meaning of the most
common prefixes and
suffixes; decode words
common prefixes is common
in the third grade.Due to
difficulty decoding, recalling
sight words, reading fluency
and comprehensive daisy
struggles with grade level
reading.

Math-
Comprehensive Inventory of
Basics Skills
Teacher observations
ASSESSMENTS
CONDUCTED
Writing-
Words Their Way Qualitative
spelling 2/24/2014
STATEMENT OF STUDENT STRENGTHS
Daisy is a friendly and eger child. She tries hard and wants to do well in school, Daisy is able
to skip count by 2,5, and 10.
She is able to to read and
decode some CVC words
such as sip, mat, bat, bun,
hog, fit, and hot.Daisy
struggles with consonant
blends at the end of the
words.
Math-
Daisy can count and identify
numbers up to 100. She can
skip count by 2, 5, and 10.
She has a difficulty with
adding and subtraction within
20. Daisy struggles with using
manipulative, tally marks,
number lines, and other
strategies with adding and
subtraction
ASSESSMENT
RESULTS
Writing-
Daisy handwriting is legible.
She capitalizes the first word
in her sentences. Daisy
requires teacher prompts to
add punctuation at the end of
each sentence. She has a
difficulty with spelling when
writing.She requires teachers
assistance to write complete
sentence with details.
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Third grade math standards
state students should be able
to add and subtract two digits
and three digits number with
and without regrouping.Due
to difficulty with in math
computation, and reading
word problems Daisy
struggles with grade level
math skills.
EFFECT ON THE
STUDENTS
INVOLVEMENT AND
PROGRESS
Third grade must write
opinion pieces,
informative/explanatory text
and narratives. Using
prewriting strategies. Due to
spelling, writing complete
sentences, and the writing
process Daisy struggles with
grade level writing skills.
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STATEMENT OF PARENT EDUCATION CONCERNS

Mom stated that she continues to be concerned about her progress in reading, writing, and
math.

STATEMENT OF STUDENTS PREFERENCES AND INTERESTS

Daisy likes to sing, go to church, ride bike, play dolls, play handball, and play outside with
friends.

CONSIDERATION OF SPECIAL FACTORS

1. Does the students behavior impede the students ❏ No ❏ Yes

learning or the meaning of others?
2. Does the student have limited English ❏ No ❏ Yes
proficiency?
3. Is the student blind or visually impaired? ❏ No ❏ Yes
4. Is the student deaf or hard of hearing? ❏ No ❏ Yes
5. Does the student require assistive technology
devices and services ? ❏ No ❏ Yes

MEASURABLE ANNUAL GOAL

By annual review date, in the classroom setting Daisy will successfully work independently
maintaining a criteria of 80% measured by observation, documentation and work samples as
implemented by Special Education Teacher.

BENCHMARK OR SHORT TERM OBJECTIVE

#1 By the end of third grade trimester 2013-14 year in a classroom setting Daisy will attend
to a task for 10 minutes without bothering or talking to peers maintaining a criteria of 80% as
implemented by Special Education Teacher
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#2 By the end of third grade trimester 2013-14 year in a classroom setting Daisy will
complete an independent task requiring 10 minutes maintaining a criteria of 80% as
implemented by special education teacher.

#3 By annual review date in classroom setting Daisy will request help with academic and
nonacademic issues that may arise, such as, her eczema flaring up maintaining a 80% as
implemented by Special Education Teacher

#4 By annual review date in classroom setting Daisy will stay on task when completing a
written assignments maintaining a criteria of 80% as implemented by Special Education
Teacher

MEASURABLE ANNUAL GOALS

By annual review date, in a classroom setting Daisy will know and apply grade level phonics
and word analysis skills in decoding words. Meanintinga criteria of 80% as implemented by
Special Education Teacher.

BENCHMARK OR SHORT TERM OBJECTIVE

#1 By the end of the third trimester of 2013-14 school year,in a classroom setting Daisy will
identify and decode commonly spelled CVC words meanintinga criteria of 80% as
implemented by Special Education Teacher.

#2 By the end of the third trimester of 2013-14 school year,in a classroom setting Daisy will
orally read 100 sight words meanintinga criteria of 80% as implemented by Special Education
Teacher.

#3 By the end of the third trimester of 2013-14 school year,in a classroom setting Daisy will
orally read 150 sight words meanintinga criteria of 80% as implemented by Special Education
Teacher.

#4 By annual review date,in a classroom setting Daisy will orally read irregularly spelled
words and blend meanintinga criteria of 80% as implemented by Special Education Teacher.

MEASURABLE ANNUAL GOALS

By annual review date, in a classroom setting daisy will fluently add and subtract within 100
using strategies and algorithms blends on place value, properties of operations, add/or the
relationships between adding and subtraction. Meanintinga criteria of 80% as implemented by
Special Education Teacher.
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BENCHMARK OR SHORT TERM OBJECTIVE

#1 By the end of the third trimester of 2013-14 school year,in a classroom setting Daisy will
determine the signs (+,-,x,/ )in number computation and which strategies to use. Meanintinga
criteria of 80% as implemented by Special Education Teacher.

#2 By the end of the third trimester of 2013-14 school year,in a classroom setting Daisy will
use the range of effective algorithms to solve single digit addition and subtraction problems
meanintinga criteria of 80% as implemented by Special Education Teacher.

#3 By annual review date,in a classroom setting Daisy will use the relationship between
addition and subtraction to add and subtract within 100 meanintinga criteria of 80% as
implemented by Special Education Teacher.

#4 By annual review date,in a classroom setting Daisy will use strategiesbased upon place
value to add and subtract within 100 meanintinga criteria of 80% as implemented by Special
Education Teacher.

MEASURABLE ANNUAL GOALS

By annual review date, in a classroom setting Daisy will produce simple , compound, and
complex sentences.Meanintinga criteria of 80% as implemented by Special Education Teacher.

BENCHMARK OR SHORT TERM OBJECTIVE

#1 By the end of the third trimester of 2013-14 school year,in a classroom setting Daisy will
write a simple sentence which consists of one simple subject and one simple sentence predicate
with the correct punctuation and the end meanintinga criteria of 80% as implemented by
Special Education Teacher.

#2 By the end of the third trimester of 2013-14 school year,in a classroom setting Daisy will
write 3 simple sentences which consists of one simple subject while maintaining a 80% as
implemented by Special Education Teacher.

#3 By the end of the third trimester of 2013-14 school year,in a classroom setting Daisy will
write a compound sentence meanintinga criteria of 80% as implemented by Special Education
Teacher.

#4
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SPECIAL EDUCATION SERVICES

SPECIALLY SERVICE BEGINNING FREQUENCIE LOCATION OF

DESIGNED TYPE AND ENDING S OF SERVICE SERVICES
INSTRUCTIO DATES
N

Reading Direct 3/21/2014- 250 min/wk Resource Room

3/21/2015

Math Direct 3/21/2014- 250 min/wk Resource Room

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3/21/2015

Written language Direct 3/21/2014- 250 min/wk Resource Room

3/21/2015

Behavior/Social 3/21/2014- 30 min/wk General

skills 3/21/2015 Education

ESY Direct 3/21/2014- 250 min/wk Resource Room

3/21/2015

SUPPLEMENT AIDS AND SERVICES

MODIFICATION, BEGINNING AND FREQUENCY OF LOCATION OF

ACCOMMODATIO ENDING DATES SERVICES SERVICES
N, OR SUPPORT
FOR STUDENT

Allow extra thinking 3/21/2014 - During instruction Classroom setting

time to respond to 3/21/2015
questions and request
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Allow extra time to 3/21/2014 - During instruction Classroom setting

complete independent 3/21/2015
work or test

Avoid sun exposure 3/21/2014 - As needed Health office

3/21/2015

Student had Epi Pen 3/21/2014 - As needed Health office

due to allergies 3/21/2015

manipulatives during 3/21/2014 - During instruction Classroom setting

math instructions 3/21/2015

Positive 3/21/2014 - During instruction Classroom setting

reinforcement to 3/21/2015
encourage motivation

Sit near source of 3/21/2014 - During instruction Classroom setting

instruction 3/21/2015

PARTICIPATION IN STATEWIDE AND/OR DISTRICT WIDE ASSESSMENT

INDICATE HOW THE IF THE STUDENT WILL REGULAR ASSESSMENT

STUDENT WILL PARTICIPATE IN AN DOES THE STUDENT
PARTICIPATE IN ALTERNATE REQUIRE
STATEWIDE OR ASSESSMENT (IF YES ACCOMMODATIONS?
DISTRICT WIDE WHY?)
ASSESSMENTS

STATE NORM-
REFERENCED TEST

N/A

STATE CRITERION- YES

REFERENCED TEST
YES

HIGH SCHOOL
PROFICIENCY EXAM
N/A

PROFICIENCY
EXAMINATION WRITING
N/A
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NASAA
N/A

PLACEMENT CONSIDERATIONS PERCENTAGE OF TIME IN REGULAR

EDUCATION ENVIRONMENT

Rejected regular class with supplementary

aids and services ( no removal) 60%
Selected Regular class and special education
class combination

Justification for Placement Involving Removal from Regular Education Environment

Daisy requires specialized instruction modification and modified curriculum at her ability level
in the area of reading, writing, math, language arts, and speech/language. She is not able to
receive remediation services within the general education setting. She will require significant
modifications to the content and/or delivery of the general education curriculum to meet her
present needs. Daisy has learning disability which requires multiple opportunities to practice,
opportunities for re teaching, continual assistance, prompts, modeling, and verbal cues.

IEP IMPLEMENTATION
❏ As the parents, i agree with the coomponents of this IEP. I understand that its proviions
will be implemented as soon as possible after the IEP goes into effect.
❏ As the parent, I disagree with all or part of this IEP. I understand that the school district
must provide me with writen notice of any intent to implement this IEP. If i wish to
prevent the implementation of this IEP, I must submit a written request for a due
process hearing to thr local district superintendt.

Parents Signature :_______________________________________________